Erasmus+ : Mobility of school staff
Introduction
Avec le programme Erasmus+, nous voulons renforcer la dimension europĂ©enne de notre Ă©cole. En 2019, entre collĂšgues des cycles maternelle, primaire et secondaire, nous avons constatĂ© qu’il n’y avait pas encore de projets Erasmus+ mis en Ćuvre. En tant que plus ancienne Ă©cole europĂ©enne, nous avons souhaitĂ© jouer un rĂŽle de pionnier et avons considĂ©rĂ© qu’il Ă©tait important de saisir les opportunitĂ©s de mobilitĂ© et de formation de ce programme.
Nous sommes convaincus de la nĂ©cessitĂ© de l’apprentissage tout au long de la vie. Nous ne sommes jamais trop vieux pour apprendre et la formation continue nous aide Ă garder l’esprit vif et Ă sortir des sentiers battus. A travers Erasmus+, nous nous rapprochons de collĂšgues et dâĂ©tablissements de toute l’Europe et nous Ă©largissons nos horizons. En travaillant en rĂ©seau, nous faisons la promotion des Ă©coles europĂ©ennes et de notre systĂšme Ă©ducatif, tout en apprenant des autres systĂšmes et Ă©coles. Nous ouvrons nos yeux et nos esprits.
GrĂące Ă Erasmus+, nous parvenons Ă donner Ă tous les membres de notre communautĂ© scolaire l’occasion de se plonger pendant une semaine dans un thĂšme particulier, dans un contexte qui ne nous est pas familier. Nous voyageons, quittons notre zone de confort et renouvelons notre regard sur le domaine Ă©ducatif et sur le monde.
Dans notre premier projet, lancĂ© en 2020, nous avons travaillĂ© sur l’Ă©ducation inclusive. Quarante membres du personnel ont profitĂ© Ă la fois de cours organisĂ©s et de missions d’observation appelĂ©es « job-shadowing ». Nous avons formĂ© des Ă©quipes mixtes, ce qui a Ă©galement renforcĂ© la cohĂ©sion entre nos dĂ©partements maternelle, primaire et secondaire. Actuellement, nous avons Ă©galement un deuxiĂšme projet, de nouveau sur le thĂšme de lâinclusion, mais cette fois combinĂ© avec le bien-ĂȘtre et la compĂ©tence numĂ©rique. En outre, nous travaillons actuellement Ă l’accrĂ©ditation de notre Ă©cole, afin de prendre et de rester dans le train en marche d’Erasmus+ pour les sept prochaines annĂ©es. Ă l’avenir, nous espĂ©rons Ă©galement rĂ©aliser des projets avec des Ă©lĂšves.
Nous sommes convaincus qu’Erasmus+ profitera Ă l’ensemble de notre communautĂ© scolaire.
Bonne lecture de notre page Erasmus+ !
L’Ă©quipe Erasmus
Erasmus+ Team
- Pour toutes vos questions : LIST-LUX-PRI-ERASMUS-PLUS@eursc.eu
- Primaire
- Thierry Lallemand : thierry.lallemand@teacher.eursc.eu
- Maria Méteau : maria.meteau@teacher.eursc.eu
- Nathalie José : lux-assistant-deputy-director-nursery-and-primary-cycle@eursc.eu
- Florence Delenclos : florence.delenclos@eursc.eu
- Secondaire
- Anna Kucharska : anna.kucharska@teacher.eursc.eu
- Magdalena Rodzinka : magdalena.rodzinka@teacher.eursc.eu
- Niko De Rijcke : nikolaas.de-rijcke@teacher.eursc.eu
- Pierre Clarembeau : pierre.clarembeau@eursc.eu
- Administration
- Virginie Venet : LUX-ERASMUS-PLUS@eursc.eu
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Erasmus+ Projects
2020 â 2022: Towards an inclusive European School
La vocation de lâEcole EuropĂ©enne Lux. 1 est de dispenser un enseignement gĂ©nĂ©ral multilingue et multiculturel Ă des enfants des cycles  maternel, primaire et secondaire. Lâinclusion dâĂ©lĂšves originaires de toute lâEurope dans leur diversitĂ© de profils culturels, linguistiques et dâapprenants nâest pas une option mais le cĆur de nos mĂ©tiers Ă©ducatifs.
Voici certains grands titres de notre plan annuel qui corroborent lâimportance de travailler sur le thĂšme de lâinclusion et le grand intĂ©rĂȘt dâavoir accĂšs Ă des programmes tel quâErasmus+ :
- Encourager les enseignants Ă partager les ressources et les modĂšles de bonnes pratiques
- Renforcer la diffĂ©renciation de l’enseignement afin de rĂ©pondre aux diffĂ©rents besoins des Ă©lĂšves.
- Encourager la formation des enseignants
- Renforcer le bien-ĂȘtre des Ă©lĂšves
- Soutien intensif : renforcer les contacts entre l’Ă©cole et les spĂ©cialistes
- Coopérer avec des partenaires externes.
Voici les six objectifs que nous nous sommes fixés :
- Mettre Ă jour et renforcer la notion de lâĂ©cole inclusive au sein de Lux. 1 et des EE en gĂ©nĂ©ral.
- Reconnaßtre le travail des enseignants, les accueillir, les soutenir et développer une offre de formation accessible.
- Mieux accueillir et impliquer les parents.
- Mieux scolariser les élÚves dans leurs dimensions « besoins spécifiques », plurilingue, multiculturelle.
- Développer une communauté éducative autour des élÚves à besoins spécifiques avec tous les acteurs scolaires.
- PrĂ©parer les parcours inclusifs, dans une visĂ©e dâautonomie future de lâĂ©lĂšve, mieux les suivre et Ă©valuer la qualitĂ© des actions. Diffuser les bonnes pratiques.
En accord avec la direction, le comitĂ© de pilotage a donc fixĂ© le nombre de mobilitĂ©s Ă 20 participants par an, ce qui fait un total de 40 mobilitĂ©s sur la durĂ©e du projet. Nous avons souhaitĂ© impliquer tout le personnel en lien avec les Ă©lĂšves ayant des besoins spĂ©cifiques que ce soit au niveau de lâĂ©quipe managĂ©riale, lâĂ©quipe psycho-mĂ©dicale, les enseignants, les conseillers dâĂ©ducation ou les assistants et ceci autant au niveau de la maternelle que du primaire ou du secondaire.
Nous allons organiser les activitĂ©s autour de deux types de stages en lien avec les problĂ©matiques de l’inclusion : des stages structurĂ©s et des job-shadowings.
Ce projet ERASMUS+ va nous permettre en premier lieu de renforcer le bien-ĂȘtre et lâautonomie des Ă©lĂšves. Les bĂ©nĂ©fices liĂ©s Ă ces stages vont Ă©galement dĂ©velopper la philosophie de lâinclusion dans notre Ă©cole. Les participants vont pouvoir approfondir leurs compĂ©tences pĂ©dagogiques. Les acquis dus Ă ces stages vont favoriser les Ă©changes de pratiques et dâoutils entre collĂšgues. Des partenaires locaux luxembourgeois comme le SCAP (Service de Consultation et dâAide pour troubles de lâAttention, de la Perception et du dĂ©veloppement Psychomoteur), IFEN (Institut de Formation de lâEducation nationale), les Centres de compĂ©tences profiteront directement de toute lâexpĂ©rience accumulĂ©e grĂące Ă ce projet Erasmus et nous espĂ©rons que les Ă©coles luxembourgeoises et les diffĂ©rentes Ecoles EuropĂ©ennes pourront bĂ©nĂ©ficier de nos compĂ©tences acquises.
Le lien avec les familles est pour nous primordial et est profondĂ©ment liĂ© au processus dâapprentissage des Ă©lĂšves Ă besoins spĂ©cifiques. AmĂ©liorer la communication, tisser des liens de confiance sont un des objectifs phare de ce projet ERASMUS+ sur lâinclusion.
2022 â 2024: Well-being and Digitalization
Voici les six objectifs que nous nous sommes fixés :
- PrĂ©parer les parcours inclusifs, notamment dans lâaccueil et lâaccompagnement des enfants prĂ©sentant des troubles autistiques.
- AmĂ©liorer la prĂ©paration des personnels et des Ă©lĂšves aux diffĂ©rents scĂ©narios requĂ©rant l’utilisation des nouveaux outils et plateformes numĂ©riques.
- Proposer aux personnels et aux Ă©lĂšves vulnĂ©rables un cadre bienveillant dans lequel ils peuvent sâĂ©panouir.
- Adopter, grùce au job-shadowing, une perspective internationale et une compréhension croisée des implications, des réactions possibles et des solutions aux situations inédites causées par la pandémie.
- Mieux répondre aux différents besoins de chaque individu, développer la différenciation pédagogique.
- Familiariser tous les personnels éducatifs avec le cadre européen des 8 compétences-clés. Utiliser ce référentiel pour prendre du recul par rapport à ses propres pratiques.
Ce projet ERASMUS+ va nous permettre en premier lieu de renforcer le bien-ĂȘtre et lâautonomie des Ă©lĂšves. Les bĂ©nĂ©fices liĂ©s Ă ces stages vont Ă©galement dĂ©velopper la philosophie de lâinclusion dans notre Ă©cole. Les participants vont pouvoir approfondir leurs compĂ©tences pĂ©dagogiques. Les acquis dus Ă ces stages vont favoriser les Ă©changes de pratiques et dâoutils entre collĂšgues. Des partenaires locaux luxembourgeois comme SCAP (Service de Consultation et dâAide pour troubles de lâAttention, de la Perception et du dĂ©veloppement Psychomoteur), IFEN (Institut de Formation de lâEducation nationale), les Centres de compĂ©tences profiteront directement de toute lâexpĂ©rience accumulĂ©e grĂące Ă ce projet Erasmus et nous espĂ©rons que les Ă©coles luxembourgeoises et les diffĂ©rentes Ecoles EuropĂ©ennes pourront bĂ©nĂ©ficier de nos compĂ©tences acquises. Le lien avec les familles est pour nous primordial et est profondĂ©ment liĂ© au processus dâapprentissage des Ă©lĂšves Ă besoins spĂ©cifiques. AmĂ©liorer la communication, tisser des liens de confiance sont un des objectifs phare de ce projet ERASMUS+ sur lâinclusion.
Participants' feedback and experiences
Inclusion (2020-2022)
Cyprus
I went to Nicosia in Cyprus to learn more about Inclusive education and Music strategies. Besides me, there were four teachers from Rumania, four teachers from Estonia, one teacher from Latvia who were on this Erasmus+ trip. The Music teacher who held the course is from Cyprus and is running a musicschool in Nicosia and that’s where the course was held. We practiced team activities and music in different ways. We talked about the importance of music and how we as teachers, especilly teachers in Nursery, can use music, songs and rhythms in our daily teaching activities. We also discussed diverse ways to create an inclusive teaching environment. We all went out one evening and had a walking tour around the old town of Nicosia and had dinner at a restaurant with nice traditional food.
Maria Ekenberg
Ile de la RĂ©union
Ile de la RĂ©union, l’Ăźle intense⊠this is how the French island in the Indian Ocean is also called. Flying there for anâŻErasmus + training about inclusive learning approaches and non-formal learning, we would soon discover the meaning of this second name of Reunion Island, the intense island.
Fourteen teachers from Sweden, Poland, Germany, Lithuania and Luxembourg came together and were coached by two Roumanian trainers in how to motivate and empower and include students, especially when they have learning difficulties or less opportunities due to their home situation. Intercultural values, stereotypes and prejudices are often interfering and have to be considered. The participants experienced this in a playful and creative way. How to use encouraging communication and educational competences are two more aspects we worked on in order to make our students feel stronger and be more confident.
The most heartwarming part of our stay on Reunion Island was the exchange and all the conversations we had with the other participants. We had the opportunity to learn a lot about their countries, school systems, traditions and also to talk about future projects. We spent joyful evenings together talking, laughing, exchanging, dancing and singing. During several visits and hikes we discovered the various and beautiful spots of the island, such as the volcano of Piton de la Fournaise, the caldera of Mafate and other natural treasures like waterfalls and natural poolsâŠ
To conclude: the island of Reunion did not steal its name: we became part of the Erasmus-family and lived indeed an intense experience!!
NikoâŻde Rijcke and Maria MĂ©teau
Metz
Job-shadowing en Lorraine (France) sur le thĂšme des Ă©lĂšves Ă Haut Potentiel Intellectuel (HPI)
Erasmus+, câest aussi la mobilitĂ© transfrontaliĂšre au cĆur de la Grande RĂ©gion.
Marianne Dundon (enseignante dâanglais au secondaire) et moi, Thierry Lallemand (enseignant primaire & maĂźtre-formateur), sommes allĂ©s Ă la rencontre des professionnels lorrains mobilisĂ©s pour mieux scolariser les enfants HPI.
Câest M. David Couvert, Inspecteur de lâEducation Nationale et expert de lâinclusion scolaire Ă lâĂ©chelle rĂ©gionale, qui a rendu possible cette hospitation de 2 jours : les 14 et 15 octobre 2021. Il est Ă lâorigine du rĂ©seau des Conseillers-Relais (CR-HPI) qui agissent comme des mĂ©diateurs et des « multiplicateurs » de bonnes pratiques Ă travers toute la Moselle.
GuidĂ©s par HĂ©lĂšne Philippon, conseillĂšre pĂ©dagogique, nous avons Ă©changĂ© avec les professeurs de lâĂ©cole du village de Retonfey, confrontĂ©s aux difficultĂ©s pĂ©dagogiques et relationnelles que posent les Ă©lĂšves HPI et leurs parents. Les pistes dâamĂ©lioration nous ont Ă©tĂ© prĂ©sentĂ©es au niveau de la classe mais aussi tout au long du cycle primaire. Les puissants outils dâanalyse et de suivi dĂ©veloppĂ©s et testĂ©s par les membres du rĂ©seau CR-HPI ont Ă©tĂ© mis Ă la disposition de cette Ă©quipe de professeurs en milieu rural. Face aux situations de HPI, il sâagit en effet de rompre lâisolement de lâenfant et de lâenseignant. Le pari nous a semblĂ© gagnĂ© dans cette communautĂ© Ă©ducative de Retonfey.
Les familles sont Ă©galement au cĆur de cette stratĂ©gie de dĂ©veloppement scolaire au profit des enfants HPI. Les parents sont Ă la fois les bĂ©nĂ©ficiaires ciblĂ©s par des campagnes de communication (Cf. brochure) mais ils sont surtout considĂ©rĂ©s comme de vĂ©ritables partenaires.
Les membres dâassociations de parents dâĂ©lĂšves sont dâailleurs membres Ă part entiĂšre du rĂ©seau CR-HPI.
Nous avons poursuivi notre enquĂȘte de terrain au centre-ville de Metz dans lâĂ©cole bilingue Gaston Hoffmann fondĂ©e sur un accord bilatĂ©ral entre la ministre allemande de lâĂ©ducation et son homologue française. Tout comme dans notre Ă©cole europĂ©enne de Luxembourg, les problĂ©matiques dâinclusion scolaire des enfants Ă besoins particuliers croisent la question des langues de scolarisation. Les Ă©tudes de cas qui nous ont Ă©tĂ© prĂ©sentĂ©es ont brisĂ© les stĂ©rĂ©otypes et nous nous sommes rendus Ă lâĂ©vidence : le parcours de chaque enfant HPI est unique et doit ĂȘtre pensĂ© et traitĂ© comme tel notamment lors des transitions maternelle-primaire-secondaire.
Lors de la deuxiĂšme journĂ©e de ce job-shadowing Erasmus+, Marianne Dundon et moi avons participĂ© au sĂ©minaire annuel du rĂ©seau des Conseillers-Relais HPI (CR-HPI) pour une prĂ©sentation de mĂ©thodes innovantes et de nouveaux outils. Les ateliers ont Ă©tĂ© lâoccasion de dĂ©bats et de jeux de rĂŽles entre toutes les parties prenantes : chercheurs, psychologues, parents dâĂ©lĂšves, enseignants, directeurs dâĂ©tablissements du primaire et du secondaire, conseillers pĂ©dagogiques, formateurs et inspecteurs. Cette expĂ©rience immersive nous a fait prendre conscience quâune meilleure inclusion des Ă©lĂšves HPI passe par la co-construction des solutions engageant tous les profils de partenaires adultes et lâenfant lui-mĂȘme comme acteurs du changement.
Les belles soirĂ©es passĂ©es Ă Metz ont achevĂ© de nous convaincre que lâailleurs et lâautre ne sont jamais bien loinâŠ
Thierry Lallemand et Marianne Dundon
Florence
Successful Strategies for Teaching Students with Special Needs in Every Classroom
In April 2022 I had a chance to participate in the course âSuccessful Strategies for Teaching Students with Special Needs in Every Classroomâ which took place in Florence, Italy. The training was conducted by the experienced psychologist. We were more than a dozen in the group, coming from the countries like France, Germany, Spain, Portugal, Sweden and Denmark.
For the whole week we have been participated in different activities including lectures, discussions, brainstorming and case studies concerning teaching and assessment methods, strategies, and tools to address the distinctive learning needs of students with special educational needs.
We gained a greater insight into issues regarding teaching and learning in special, integration, and inclusion settings, all while identifying the barriers and the necessary resources for successfully addressing studentsâ learning educational needs in effective ways.
The course provided us an ideal opportunity to deepen our knowledge in terms of:
- recognizing studentsâ special needs (autism spectrum disorder, attention deficit/ hyperactivity disorder, emotional and behavioral disorders, intellect and/or developmental delay, physical impairment or intellectual disabilities);
- identifying and assessing students with special needs;
- designing differentiated activities to access general curriculum;
- applying teaching methods and strategies to deliver individual educational plan goals and objectives;
- using ICT tools to support all learners;
- professional and home â school collaboration.
The course was intensive, but at the same time very interesting and allowed us all to gain new knowledge and competences. What is even more important, we could meet the teachers from other countries and exchange our experiences and good practices. It was also great opportunity to improve language and inter-cultural skills and develop some other soft skills.
Anna Kucharska
Last april, from the 3rd till the 9th, the four of us, Andrea, Jaana, Karine and Gunter, 4 beautiful people, went on an Erasmus formation in one of the most beautiful cities of Europe : Firenze ! We met people from Greece ( Rhodos ), Germany, Croatia, Finland, Spain and of course our lovable Italian trainer, Layla, who taught us much more than theory.
You can imagine the subject of our course when youâve read this first sentence : Design the positive. Positive communication and positive school spaces.
The main points were positive psychology, think flourish. Among others, we discussed some psychologists and their models, e.g. Martin Seligman with the PERMA model. P = positive emotions, E = engagement R = relationships M = mental health A = achievement.
Because we all had and have a lot of positive things in our lives, it is important to be aware of that.
We learned how to booster flow and engagement, by choosing activities you like doing, set yourself challenging goals, make it fun, foster deep concentration and minimize distractions, set clear objectives to complete tasks and⊠ask for support if you need it !
As educators, we read, heard and learned about positive education, with their vocabulary of emotions. We needed empathy and self-awareness to achieve it more easily. Stay present for your kids, family, friends.
Another part discussed about mindfulness, a subject that may be considered as boring or nonsense, but after some exercises, everybody was enthusiastic about its advantages.
Teachers stress and burn-out, how to avoid, to manage⊠a very interesting experience.
Letâs say that our group managed very well, because after only one hour, it was no more a group, but a real team. Was it the little Italian ristretto, the lovable pasta or the exciting disco night ?
Still now, we have contacts all over Europe through our Whatsapp group, with lots of information, exchanging documents, ideas and summer feelings.
The best win of this week was actually the meeting of 4 people from our own school, who didnât know each other before, because from different buildings : nursery, primary, secondary. We created short cuts, broke the walls between different levels of school. We enjoy now talking with new colleagues, eating together, spreading the great message of Erasmus+ and the European spirit too.
So please, feel free to join these adventures together and get more information to spread the word and the practice of being positive in life !
Andrea, Jaana, Karine and Gunter
Malta
Stage pédagogique sur la dyslexie et les troubles associés
Ce stage nous a permis de travailler en profondeur sur les troubles dâapprentissages liĂ©s Ă la dyslexie pour mieux les dĂ©finir et les distinguer.
Ce parcours de formation nous a également aider à clarifier les mesures à mettre en place pour optimiser les apprentissages quand un élÚve présente ce type de trouble.
Cette expĂ©rience Ă Malte a Ă©galement permis aux collĂšgues des diffĂ©rents cycles de se rencontrer, de construire de liens amicaux autour de sorties variĂ©es pour dĂ©couvrir lâĂźle de Malte et ses environs.
Liesbet Booghmans, Monica Perez, Carine Heuzé, Magdalena Rodzinka, Nathalie José, Frédérique Duchesne, Danny Schoen, Florence Delenclos
Athens
INSTRUCTIONAL STRATEGIES TO ADDRESS THE DIVERSE NEEDS OF ALL STUDENTS
More than 2000 years after the great philosophers, nowadaysâ teachers are faced with diverse learning needs. During the course we got an in-depth vision on what inclusion means and how the Universal Design for Learning (UDL) framework aims to ensure all students have full access to educational resources, regardless of their needs and abilities. In terms of instructional design, differentiation was discussed by multiple examples from the participantsâ experiences.
To spend a week in Athens, somehow the cradle of European education, was a very rewarding experience: to re-think your daily practice with colleagues (teachers/directors/special needs coordinators) coming from Portugal, Denmark, Belgium and Greece, is an intense but very useful exercise ! To see how other schools and systems deal with this challenge, gives inspiration.
The most interesting were the discussions âdirectly from the schoolsâ: what works, what failed, how can practise be matched to the theory ..
And of course⊠Athens is just a most interesting city to have a stroll in the evenings: living history wherever you look, lovely food, nice people, Mediterranean atmosphere âŠ
Could not recommend more this whole experience !
Sofie De Coster
Job-Shadowing in HÀrnösand (Sweden)
After a wonderful stopover in Sweden`s capital Stockholm with our first FIKA, we took the train 420 km north to reach the cosy and relaxing city âHĂ€rnösandâ, surrounded by a wonderful landscape. The 25.000 habitants have the opportunity to go skiing, fishing, curling, playing football, handball and bandy.
At school we were warmly welcomed by the headmaster – Eric and the Erasmus coordinator – Marie, who planned our week and showed us around the region. Both even invited us at their house for traditional Swedish dinner. We were also impressed by the pupils and all the colleagues being very welcoming and letting us feel like a part of them. The teacherâs room with two sofas was a comfortable place for exchanging ideas, chatting, FIKA and teacherÂŽs afterwork on Friday. They were very curious to learn more about our European school system and would like to continue our exchange by visiting Luxembourg.
We had the possibility to visit many different classes and subjects. Marie even arranged for us to see sport lessons, visit the primary school, an autism-class, a special-needs class with low IQs and attend the national test. Besides, we had exchange-meetings with the headmaster, the assistants and the health-care-team.
A great example of promoting wellbeing is that the school does not only care about the pupilâs learning, but also about their health (social, mental, physical). The student âhealth careâ system is built out of different stakeholders and focuses on prevention and intervention. They support the pupils, the teachers and assistance, but also the parents. If there are any issues, the school provides a clear inclusion checklist that needs to be followed. Additionally, each grade is provided with different health-topics for prevention.
All in all, we were impressed by the friendly and welcoming atmosphere, the sports facilities, the organisation of the canteen, the support for exchange-programmes and the balance between learning and health. On the last day we had the chance to discuss about our experience with Marie and Eric and eating the traditional princess-cake.
We would like to thank our Erasmus-Team and the Erasmus-Team of HÀrnösand to make this job-shadowing possible.
Nordine Zitouni, Anna Manolaki, Carolin Hartlieb
Barcelona
Erasmus+ : A European School for all Children
7-11 March 2022
The topic of this course was âinclusionâ, which was exactly what was discussed during those five days.
I was the only participant from ES Lux I. Apart from me, five teachers from Rumania and four from Croatia + 1 Italian lady participated. Most of the teachers taught at a primary school. Only myself and two other people taught in secondary school.
We started by defining what inclusion actually is: itâs not diversifying by putting pupils separately, so that they can learn at their own pace. Itâs a lot more about âblending inâ with the others and encouraging one pupil to help another one by using each otherâs strengths and understanding how the other âticksâ.
I was very happy to see that the tools we learnt and practised were exactly meant to help us with that. For example, âPlickrâ makes it possible for a teacher to evaluate the pupils discreetly. Other tools, like e.g. âthe Hatâ or âthe Handâ are meant to get to know each other better and are therefore perfect tools for team building, understanding the others and in classes like Ethics.
The great thing was that we were asked to prepare a lesson we would actually organise in our own school and in which we had to use one or more of the tools we learnt. That turned the course into a very hands-on event- not just a collection of slides and theoretical blabla but actually very practical and useful.
The objective of Erasmus + (embracing the European spirit by spending time with colleagues from other countries, exchanging experience and learning from and with each other) was definitely encouraged by the organisation. E.g. âPenPalsâ was presented as a means for students to get in touch with students abroad, i.e. the students of the Erasmus +-participants.
However, I think it was a pity that a few teachers hardly spoke any English and could therefore not actively participate in the discussions. Furthermore, it would have been more interesting to have fewer people from the same school attending. Being alone forces you to hang out with the other participants, which you are less likely to do if youâre attending with three or four of your own colleagues.
But in general, this course was really inspiring and a fantastic experience. I can only encourage other colleagues to attend if they have the chance. Iâm very grateful and at the same time, I feel that both my students and the school benefit from the things I learnt in Barcelona.
Marianne De Grave
Well-being and Digitalization (2022-2024)
To be published
Activities
Kick-off
On 15 March 2020, the kick-off of our school’s Erasmus+ project took place. This was the official kick-off and the first meeting between the participating colleagues from primary and secondary schools. The project runs from December 2020 to December 2022 and will allow a total of 40 colleagues to follow courses in different European countries.
The project is entitled « Towards an inclusive European school ». With this Erasmus+ project, we hope to integrate the pupils even better and create a school climate for each of them where they feel comfortable and welcome. The courses offer a wide range of topics, but mainly focus on: teachers’ mastery of various didactic tools, improving the well-being of pupils and teachers, detecting learning difficulties and how to deal with them in the classroom, improving contacts between different parties (parents, psychologists, teachers, etc.).
In this way we hope to further professionalise our working environment. The atmosphere and the enthusiasm of the launch evening were already a success. The first colleagues will leave in October next school year.
To be continued!
Pedagogical day
To be published
Erasmus+ KaffeeÂ
To be published
Your own Erasmus+ program?
To be published